東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Secondary English Language Arts Teac...

Sirotkin, Sage E.

Linked to FindBook

Google Book

Amazon

博客來

Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction./
Author:	Sirotkin, Sage E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	149 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13900750
ISBN:	9781392301982

Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction.
Sirotkin, Sage E.

Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 149 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Walden University, 2019.

This item must not be sold to any third party vendors.

Social media has provided innovative ways for teachers to engage students in the learning process but has created a challenge for teachers to incorporate these applications in a manner that is both meaningful to the learning objectives and acceptable to their administration. While social media in education has been the focus of many studies, research on the implementation of social media within English language arts (ELA) classrooms is limited, leaving ELA teachers and school administrators without a full scope of the educational potential or best practices when using social media for instruction. Accordingly, this study explored the experiences of secondary ELA teachers using social media as an instructional tool. Using a basic qualitative design, this investigation was framed by the concepts of connectivism and convergence culture. The study employed in-depth interviews of 9 teachers chosen through a purposeful sampling of ELA teachers within the United States. Data analysis began with a priori coding of the interview transcripts based on the conceptual framework, followed by a secondary analysis through in vivo coding. The results indicated that social media networks provided teachers with an engaging and relevant approach to connect their content and instruction to students' lives. Results also revealed that while the teachers faced challenges similar to those noted in previous research, these challenges were viewed as opportunities to teach digital literacy within the ELA content rather than as a deterrent. The results of this study may allow teachers to use social media networks as educational tools in alignment with instructional practices to improve student performance.

ISBN: 9781392301982Subjects--Topical Terms:

532624
Language arts.

Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction.
LDR:02829nmm a2200349 4500 001 2264007
005 20200331094443.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392301982
035 $a (MiAaPQ)AAI13900750
035 $a (MiAaPQ)waldenu:22726
035 $a AAI13900750
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sirotkin, Sage E. $3 3541105
245 1 0 $a Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 149 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Abernathy, Lucy K.
502 $a Thesis (Ph.D.)--Walden University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Social media has provided innovative ways for teachers to engage students in the learning process but has created a challenge for teachers to incorporate these applications in a manner that is both meaningful to the learning objectives and acceptable to their administration. While social media in education has been the focus of many studies, research on the implementation of social media within English language arts (ELA) classrooms is limited, leaving ELA teachers and school administrators without a full scope of the educational potential or best practices when using social media for instruction. Accordingly, this study explored the experiences of secondary ELA teachers using social media as an instructional tool. Using a basic qualitative design, this investigation was framed by the concepts of connectivism and convergence culture. The study employed in-depth interviews of 9 teachers chosen through a purposeful sampling of ELA teachers within the United States. Data analysis began with a priori coding of the interview transcripts based on the conceptual framework, followed by a secondary analysis through in vivo coding. The results indicated that social media networks provided teachers with an engaging and relevant approach to connect their content and instruction to students' lives. Results also revealed that while the teachers faced challenges similar to those noted in previous research, these challenges were viewed as opportunities to teach digital literacy within the ELA content rather than as a deterrent. The results of this study may allow teachers to use social media networks as educational tools in alignment with instructional practices to improve student performance.
590 $a School code: 0543.
650 4 $a Language arts. $3 532624
650 4 $a Secondary education. $3 2122779
650 4 $a Web Studies. $3 1026830
650 4 $a Educational technology. $3 517670
690 $a 0279
690 $a 0533
690 $a 0646
690 $a 0710
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 80-12A.
790 $a 0543
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13900750